Easier Said Than Done: The Behavior Change Experience.
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| Title: | Easier Said Than Done: The Behavior Change Experience. |
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| Authors: | Morris, Vanessa1 (AUTHOR) v.morris@unb.ca, Martin, Jodi2 (AUTHOR), Sadeghi, Ayla3 (AUTHOR), O'Connor, Roisin M4 (AUTHOR), Keough, Matthew T2 (AUTHOR) |
| Source: | Journal of Experiential Education. Jun2026, Vol. 49 Issue 2, p426-440. 15p. |
| Subject Terms: | *Experiential learning, *Behavior modification, *Active learning, *Student engagement, *Educational outcomes, Resistance to change, Compulsive behavior, Thematic analysis |
| Abstract: | Background: Experiential learning activities have demonstrated superior learning outcomes for students in addiction psychology courses. In this project, we asked students to select a behavior they would like to change and to actively work to reduce it throughout the semester. Students were asked to submit an assignment detailing their experiences with the behavior change process. Purpose: We aimed to examine if this experiential learning activity would provide students with an opportunity to recognize course concepts reflected in their lives and behaviors. Method: Twenty-two students agreed to have their assignments analyzed and to complete a post-experience survey. Survey responses were examined using descriptive analyses, and student assignments underwent thematic analysis. Findings: Descriptive analyses of survey responses from students appeared favorable toward the assignment. Thematic analysis of the assignments revealed three major themes: recognizing course concepts, managing and contending, barriers and conflicts. Implications: Findings from the current project highlight the value of experiential learning in situations where student understanding is best achieved through active, personal engagement with the topic, rather than through lecture-based instructional methods. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Background: Experiential learning activities have demonstrated superior learning outcomes for students in addiction psychology courses. In this project, we asked students to select a behavior they would like to change and to actively work to reduce it throughout the semester. Students were asked to submit an assignment detailing their experiences with the behavior change process. Purpose: We aimed to examine if this experiential learning activity would provide students with an opportunity to recognize course concepts reflected in their lives and behaviors. Method: Twenty-two students agreed to have their assignments analyzed and to complete a post-experience survey. Survey responses were examined using descriptive analyses, and student assignments underwent thematic analysis. Findings: Descriptive analyses of survey responses from students appeared favorable toward the assignment. Thematic analysis of the assignments revealed three major themes: recognizing course concepts, managing and contending, barriers and conflicts. Implications: Findings from the current project highlight the value of experiential learning in situations where student understanding is best achieved through active, personal engagement with the topic, rather than through lecture-based instructional methods. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10538259 |
| DOI: | 10.1177/10538259251397888 |
